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DOCUMENT OF CURRICULUM CIVIL ENGINEERING STUDY PROGRAM
2016
FACULTY OF ENGINEERING UNIVERSITAS SEBELAS MARET (UNS)
INSTITUTIONAL SUMMARY
Study Programme (SP) : Civil Engineering (Bachelor Programme)Faculty : EngineeringUniversity : Universitas Sebelas Maret (UNS), SurakartaAddress : Jl. Ir. Sutami 36A, Kentingan, Surakarta 57126
Tel: +6281112633314Fax: +62271634524Web: http://sipil.ft.uns.ac.id
ManagementName : Wibowo, ST., DEA.Position : Head of Civil Engineering Study Programme, Faculty of
Engineering, Universitas Sebelas MaretEmail : [email protected]
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FOREWORD
The Civil Engineering Study Program is one of the pioneering programs and was established in 1976 in conjunction with the establishment of the Faculty of Engineering and Universitas Sebebelas Maret. With such long experience we are confident to give the best education to the students as well as contribute to construction industries in Indonesia and the world.
The current state of the world is characterized by rapid change, increasingly complex and interconnected problems, pressing ecological and sustainability issues. The profession of civil engineers is also required to be more adaptive in responding to the condition and formulating its position in facing the new world.
Therefore, the Civil Engineering Study Program of FT UNS strengthens itself by integrating the outcomes- based education paradigm, in line with the Indonesian National Qualification Framework, and the criteria of the world's engineering accreditation bodies (e.g. Accreditation Board for Engineering and Technology [ABET], Japan Acreditation Board for Engineering Education [JABEE], Akkreditierungsagentur für Studiengänge der Ingenieurwissenschaften, der Informatik, der Naturwissenschaften und der Mathematik [ASIIN]). The 2016 curriculum is designed and implemented on PSTS as an effort to equip students with knowledge, skills and strong character to be high-qualified graduates.
The 2016 curriculum book contains 3 sections, in accordance with the stages of curriculum design. The first section contains references, analysis of stakeholders’ inputs, analysis of labor market share conditions and the steps taken by the Civil Engineering program to formulate the objectives of the study program and the learning outcomes. The second section contains the analysis of the body of knowledge and teaching materials that support learning achievement. The third section contains the structure of the new curriculum.
This handbook is designed and structured to describe the objectives and the end products of our civil engineering education. Thus, it is expected that students and lecturers and all stakeholders of Civil Engineering Department are able to follow this education program well
Wibowo, ST., DEAHead of Study Program
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TABLE OF CONTENTS
COVER ............................................................................................................................................................. iINSTITUTIONAL SUMMARY..............................................................................................................................iiFOREWORD.......................................................................................................................................................iiiTABLE OF CONTENTS.....................................................................................................................................ivLIST OF TABLES................................................................................................................................................vLIST OF FIGURES.............................................................................................................................................vi
General Descriptions, Processes and Stages of Curriculum 2016 Development ......................................1
STAGE 1. FORMULATION OF LEARNING OUTCOMES ................................................................................3References of Curriculum Development .............................................................................................3Needs Analysis and Future Challenges of Civil Engineer Profession .............................................3Stakeholders’ Input Analysis ................................................................................................................4Vision and Mission of Universitas Sebelas Maret (UNS) and Faculty of Engineering (FT) UNS . . .4Mission of Civil Engineering Study Program of Engineering Faculty UNS .....................................5Educational Objectives and Graduates’ Profile of Civil Engineering Study Program (S1)
Engineering Faculty UNS ................................................................................................................5Formulation of Learning Outcomes; comparative analysis with ABET, JABEE and KKNI
criteria ...............................................................................................................................................6
STAGE 2. BODY OF KNOWLEDGE ................................................................................................................12Selection of Subjects (Courses); Body of Knowledge (BOK) Civil Engineering ...........................12Competency Matrix and Subjects ......................................................................................................18
STAGE 3. CURRICULUM AND SYLLABUS STRUCTURE ............................................................................24
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LIST OF TABLES
Table 1. Stakeholders’ Input.....................................................................................................................4
Table 2. Matrix of Learning Outcomes (LO) linked to Program Educational Objectives (PEO).........7
Table 3. Comparison of Indonesia National Qualification Framework (KKNI) with Learning Outcomes of CESP......................................................................................................................8
Table 4. Learning Outcomes Comparison of FT UNS Study Programs with General Criteria of Learning outcomess Expected by ABET and JABEE............................................................10
Table 5. Body of Knowledge, level of achievement and subjects (courses) in the curriculum 2016.............................................................................................................................................14
Table 6. Cognitive skills framework and preparation of learning objectives (Anderson and Krathwohl, 2001) in the curriculum 2016................................................................................17
Table 7. Course linked with learning outcomes of the curriculum 2016............................................18
Table 8. Linkage of first year courses with learning outcomes of curriculum 2016.........................20
Table 9. Linkage of second year courses with learning outcomes of curriculum 2016...................20
Table 10. Linkage of third year courses with learning outcomes of curriculum 2016........................21
Table 11. Linkage of fourth year courses with learning outcomes of curriculum 2016.....................21
Table 12. Linkage of fourth year elective course with learning outcomes of curriculum 2016.........22
Table 13. The Course Structure of First Year Curriculum of Civil Engineering Program 2016..........24
Table 14. The Course Structure of Second Year Curriculum of Civil Engineering Program 2016.. . .24
Table 15. The Course Structure of Third Year Curriculum of Civil Engineering Program 2016........24
Table 16. The Course Structure of Fourth Year and Elective Course of Fourth Year Curriculum of Civil Engineering Program 2016..........................................................................................25
Table 17. List of Elective Courses Based on Curriculum Curriculum Program of Civil Engineering 2016.......................................................................................................................26
Table 18. Roadmap of Courses in Curriculum Civil Engineering Department 2016...........................27
LIST OF FIGURES
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Figure 1. Chart of the process and steps of curriculum development..................................................2
Figure 2. Categories and design of body of knowledge in curriculum 2016.......................................12
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GENERAL DESCRIPTIONS, PROCESSES AND STEPS OF CURRICULUM 2016 DEVELOPMENT
The Civil Engineering Study Program (CESP), was founded along with the estabilshment of Faculty of Engineering (FE) of Universitas Sebelas Maret (UNS) on March 11, 1976. Since then CESP has produced civil engineering graduates with civil infrastructure and technological competence. Since its inception to date, CESP has developed expertise in 5 majors civil engineering fields; Water Resources and Environment Engineering, Construction Materials and Structural Engineering, Geotechnical Engineering, Transportation Engineering, and Construction Management and ICT. Recent rapid developments in the civil engineering science and technology have forced CESP to review the educational process by integrating the outcome-based education paradigm to produce highly qualified civil engineering graduates.
A comprehensive implementation of outcome-based education in Civil Engineering Study Program involves three integral components:
1. Outcome-based curriculum. In this aspect, one of the key questions is, "What is the student expected to be able to do after graduating from Civil Engineering Study Program?". To answer this question Civil Engineering Study Program develops an explicit formulation of learning outcomes of the curriculum 2016.
2. Outcome-based learning and teaching. Furthermore, this aspect asks, "How to make students achieve the learning outcomes?" Civil Engineering Study Program implements the curriculum with student-centered learning.
3. Outcome-based assessment. "How to measure what the student has achieved?" is the next key question. To answer this, Civil Engineering Study Program will conduct a learning assessment using an assessment rubric to measure the extent to which the learning outcomes are achieved.
By integrating the outcome-based education paradigm, in line with the Indonesian National Qualification Framework, and the criteria of the world's engineering education accrediting bodies (eg ABET, JABEE, ASIIN) the curriculum 2016 was designed and is currently implemented in Civil Engineering Study Program by:
1. Using explicit statement of learning outcomes to measure what students can do after graduating from the Civil Engineering Study Program education.
2. Providing activities (experiences) of learning in Civil Engineering Study Program that help students achieve the learning outcomes.
3. Measuring the extent to which Civil Engineering Study Program students and graduates meet the learning outcomes by using explicit assessment criteria (eg: assessment rubric).
In the development of the curriculum 2016 of the CESP Faculty of Engineering (FT) of Universitas Sebelas Maret (UNS), the task force uses a framework that refers to the process chart and the curriculum development phase developed by DIKTI in 2013. The chart is shown in the Figure 1.
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Figure 1. Chart of the process and stages of curriculum developmentSource: Panduan Penyusunan Kurikulum Pendidikan Tinggi, Kemenristekdikti, 2016 (in bahasa)
Referring to the chart, there are three stages of curriculum development, namely:
Stage 1. Formulation of learning outcomesThis stage begins with an analysis of the market needs (job markets) and the study of how institutions (UNS, FT, CESP) are able to comply with internal institutional policy. Using this analysis, Civil Engineering Study Program formulates graduate profiles and learning outcomes.
Stage 2. Subject of Study: Body of Knowledge (BOK) of Civil EngineeringAfter the learning outcomes are formulated, the second step ensures that the subject (course) are selected and structured to achieve the learning outcomes. This phase begins with a study of Body of Knowledge (BOK) of Civil Engineering proposed by American Society of Civil Engineering (ASCE), 2008, that includes the depth, breadth and competence to be achieved by the graduates. This step ends with the preparation of the matrix of subject and learning outcomes.
Stage 3. Curriculum and Syllabus StructureThe curriculum structure is then structured at the final step to ensure that each subject (course) contributes harmoniously to achieve the learning outcomes. The syllabus of each subject should state the objectives that reflect students' outcomes after learning.
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STAGE 1. FORMULATION OF LEARNING OUTCOMES
1.1. References of Curriculum Development
The documents refered in the development of the Curriculum 2016 are as follows:1. Regulation of the Minister of Research, Technology and Higher Education No. 44 of 2015 on National Standards
of Higher Education2. -, Indonesia National Qualification Framework (KKNI), Presidential Regulation no. 8 Year 2012, Directorate
General of Higher Education, Ministry of Education and Culture, Republic of Indonesia, 20123. -, Criteria for Accrediting Engineering Programs 2015-2016, ABET, 20144. -, Common Criteria for Accreditation of Professional Education Programs applicable in the year 2015 ,
JABEE, 20145. Technical Committee of Civil Engineering, Surveying and Architecture, Subject Specific Criteria, ASIIN e.V.,
2012.6. ASCE Steering Committee, The Vision for Civil Engineering in 2025, American Society of Civil Engineers
(ASCE), 20077. ASCE Task Committee, The Vision for Civil Engineering in 2025; A Roadmap for the Profession, American
Society of Civil Engineers (ASCE), 20078. Body of Knowledge Committee, Body of Knowledge for the 21st Century, 2nd ed, American Society of Civil
Engineers (ASCE), 2008.9. Krathwohl, David R., A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, Volume 41,
Number 4, College of Education, The Ohio State University, Autumn 2002.
The curriculum of the Civil Engineering Study Program refers to the criteria: [1] Indonesia National Qualification Framework (KKNI), [2] Criteria for Accrediting Engineering Programs 2015-2016, issued by ABET Accreditation Board for Engineering and Technology Inc., USA, and [3] Common Criteria for Accreditation of Professional Education Programs applicable in the year 2015 issued by Japan Acreditation Board for Engineering Education (JABEE).
The selection of the subjects (courses) in curriculum 2016 refers to the Civil Engineering Body of Knowledge (BOK) for 21st Century, 2nd edition (2008), issued by the American Society of Civil Engineers (ASCE).
1.2. Needs Analysis and Future Challenges of Civil Engineer Profession
As a field of study, civil engineering science has been quite old and mature. As a profession, civil engineering engineers have made extensive and profound advances in the quality of life for human civilization. It is very difficult to imagine the progress of human civilization to this modern era without the support of civil engineering.
However, recent conditions characterized by rapid globalization, ecological pressures and sustainability issues are demanding our attention, making the civil engineering profession to redefine its position in facing the future. The vision of the future (2025) of the profession of civil engineering engineers is formulated carefully by some of professional leaders of civil engineering accomodated by ASCE as follows:
“Entrusted by society to create a sustainable world and enhance the global quality of life, civil engineers serve competently, collaboratively, and ethically as master:• planners, designers, constructors, and operators of society’s economic and social engine—
the built environment;• stewards of the natural environment and its resources;• innovators and integrators of ideas and technology across the public, private, and academic
sectors;• managers of risk and uncertainty caused by natural events, accidents, and other threats; and• leaders in discussions and decisions shaping public environmental and infrastructure policy.”
1.3. Stakeholders’ Input Analysis
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To adequately design the curriculum 2016, CESP analyzed input from its stakeholders. The mechanism of input collection from stakeholders is done by survey, tracer study, questionnaire and hearing in the discussion forum. Table 1 summarizes the stakeholder input of Civil Engineering Study Program, Civil Engineering, UNS.
Table 1. Stakeholders Input
Stakeholders Content/InputStudents 1. Students do not really understand the relevance between courses; that is how the basic
course can be applied to advanced courses2. Students assume that the classroom materials are different and there is no
correspondence between class syllabi.3. Students assume that software that supports the analysis and design of civil buildings is
not adequately provided, poorly taught or well applied.
Graduates Most of the fresh graduates feel confident enough to enter the workforce. Some of them feel quite confident to pursue their post-graduate program in domestic universities, whilst their mastery in English language still hinder them pursue their studies in overseas universities.
Alumnus The ability to communicate work result in English is still insufficient, including report writing skills, calculation and design results, and presentation.
Lecturer 1. Lecture roadmap needs to be improved2. Courses that encourage the competence in civil-building design need to be developed
and reinforced.3. The syllabi need to be improved and reviewed in the Expertise Group and all of the
lecturers are expected to implement the syllabi with discipline.
Graduate and Industrial Users
1. Graduates of Civil Engineering CESP FT UNS are skillful, have good intellect to develop, and are loyal enough, but lack in teamwork, leadership and communication.
2. Courses that help improve the design skills need to be strengthened; including rule control, standards and software for design
3. Multidisciplinary field practice needs to be multiplied4. The competence of current engineering practice is not honed because of the involvement
of practitioners in less learning process.5. Knowledge of socioeconomics issues of globalization and sustainable development
needs to be sharpened.6. Softskills; among others, the ability to discuss, give presentation, and write in English,
leadership, and creativity need to be sharpened.7. The final project form as the project design exercise needs to be more reproduced.
1.4. Vision and Mission Universitas Sebelas Maret (UNS) and Faculty of Engineering (FT) UNS
In the process of designing the curriculum 2016, Civil Engineering Study Program also paid close attention to the internal policies of UNS and FE. Curriculum 2016 is designed to align and contribute to the realization of the vision and mission of UNS and Engineering Faculty formulated as follows:
Vision of UNSBecoming the center of the development of science, technology, and arts that excel at the international level with the basis of the noble values of national culture.
Mission of UNS1. Organizing education and teaching that demands self-development of lecturers and encouraging students
independence in acquiring knowledge, skills and attitudes.2. Conducting research leading to new discoveries in science, technology, and arts.3. Conducting community service activities oriented to community empowerment efforts.
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Vision of Engineering Faculty of UNSThe Faculty of Engineering of Sebelas Maret University will be developed as a leading faculty in higher technical education, capable of producing graduates who have good morality, professional, innovative and independent, to support the nation's development.
Mission of Engineering Faculty of UNS1. Providing academic and professional level education, which supports the development of the nation, by
promoting a healthy academic atmosphere, and utilizing the latest technology and information.2. Conducting research-oriented development of education and development of science and technology to answer
the problems of local, national, regional, and international level.3. Conducting community service programs with orientation to empowerment of all layers of society.
1.5. Vision and Mission of Civil Engineering Study Program of Engineering Faculty UNS
Referring to the analysis of the future needs and challenges of the civil engineering profession, stakeholder expectations, the Civil Engineering Study Program parent institution policy, and studying the direction of the development trends of civil science and the profession of the civil service, the vision and missions of Civil Engineering Study Program of Engineering Faculty of UNS are formulated as follows:
Vision:Civil Engineering Study Program, Faculty of Engineering, Universitas Sebelas Maret, is one of strong contributors in developing engineering solutions for our current and future pressing problem in the society, based on science, engineering knowledge, and local wisdom.
Missions:
M1. Conducting a rigorous civil engineering education, but rich in learning experiences to produce graduates who are ready to become leaders in the civil engineering profession and in the broader social context.
M2. Producing, disseminating, and applying science and technology in collaboration with all parties to solve complex engineering problems in society.
M3. Building the ability and community spirit to work more effectively, creatively, and wisely for the nation's progress.
1.6. The Objectives of Education and Graduates’ Profile of Civil Engineering Study Program (S1) Engineering Faculty UNS
By studying the future needs of the civil engineering profession and carrying out its mission, CESP FE UNS formulates its educational program objectives. The following Program Educational Objectives [PEO] are formulated consistently with the vision and mission of the University, Faculty and CE Dept. Formulation of PEO states that graduates of CESP are expected to be able to:
PEO-1. Apply knowledge of basic science, math, engineering science and construction management to undertake work as a civil engineering infrastructure designer, constructor, operator or policy maker.
PEO-2. Assess technical solution alternatives and contributing to problem solving in professional work and in general public by taking into account public safety, socio-economic aspects, ethical values, sustainability and environmental protection
PEO-3. Demonstrate professional integrity, polite behavior, and enthusiasm for success in work that is in his/her responsiblility at the national and international level.
PEO-4. Demonstrate passion for self-development and lifelong learning, being able to earn professional certificate, and being able to continue post-graduate studies especially in civil engineering discipline.
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With this aim, Civil Engineering Department of Engineering Faculty of UNS expects its graduates to have professional profile [PP] as:PP-1. Infrastructure Planners who carry out conceptual and technical thinking processes to organize, manage and
evaluate the activities required to achieve civil infrastructure development objectives.PP-2. The Civil Designer who is capable of performing the design process of civil buildings in a particular
environment with CAD (Computer Aided Design) and CAE (Computer Aided Engineering) to: [a] produce creative and tested designs, [b] solve problems encountered and [c] formulate clear specifications for the design.
PP-3. Implementers and supervisors of construction and infrastructure projects who are able to use the concepts and principles of management and construction methods and technology to realize civil designs that meet the determined criteria and standards
PP-4. Operators who are capable of performing operations and maintenance by ensuring the functionality and sustainability of the infrastructure facilities under their responsibility.
PP-5. Policy makers who conduct precise and accurate assessments in accordance with scientific principles to assist in the formulation of policies and good decision-making in infrastructure development in the community.
1.7. Formulation of Learning Outcomes; comparative analysis with ABET, JABEE and KKNI criteria
The Civil Engineering Study Program of Engineering Faculty UNS formulates learning outcomes (LO) in line with the description of KKNI level 6 (undergraduate equivalent) and general criteria formulated by ABET 2015 and JABEE 2014. The learning outcomes states that a graduate of the civil engineering course Engineering Faculty UNS is able to:
LO-1. Apply knowledge of mathematics, science, and engineering to solve complex civil engineering problems.
LO-2. Design and conduct experiments as well as analyze and interpret data based on correct scientific principles.
LO-3. Design systems, components and construction processes for more than one context of civil engineering; buildings, water structures, foundation and ground buildings, roads, bridges and other civil infrastructure, which meet design criteria, technical standards, performance aspects, reliability,and applicability.
LO-4. Identify, formulate and solve engineering problems within the limits of public safety, economics, social, ethics, and realistic environmental impacts.
LO-5. Selecting and utilizing techniques, skills, and tools - such as the latest information technology and computing-based tools necessary for engineering practices.
LO-6. Using the basic concepts of project management and leadership in construction work, supervision and operational work.
LO-7. Perform roles and functions effectively on multidisciplinary teams and maintain networking for the right purpose.
LO-8. Taking on professional commitment and ethical work responsibilities.LO-9. Communicate in spoken or written expressions effectively by using technical drawing and other appropriate
audio-visual tools with regard to function, scale and target of communication.LO10. Develop broad insights and needs to understand the impact of engineering solutions in a global, economic,
environmental and social context.LO-11. Identify current issues and discuss the role of the civil engineering profession in addressing these issues.LO-12. Recognize and appreciate lifelong learning.
The following matrix shows the relationship between learning outcomes (LO) of graduate with the Program Educational Objectives (PEO) of CESP.
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Table 2. Matrix of Learning Outcomes (LO) linked to Program Educational Objectives (PEO)
(Learning outcomes [LO])
(Program Educational Objectives[EO])PEO-1. PEO-2. PEO-3. PEO-4.
LO-1. LO-2. LO-3. LO-4. LO-5. LO-6. LO-7. LO-8. LO-9. LO-10. LO-11. LO-12.
The formulation of learning outcomes of CESP based on the Indonesian National Qualification Framework (KKNI) level 6 equivalent undergraduate (S1) can be seen in table 3. While the comparison of learning outcomes analysis (Learning Outcomes) Civil Engineering, Engineering Faculty UNS with general criteria of expected learning outcomes by ABET and JABEE can be seen in table 4. In comparison matrix, it can be seen that the formulation of CESP learning outcomes has been quite comprehensive and consistent with KKNI, ABET and JABEE criteria
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Table 3. Comparison of Indonesia National Qualification Framework (KKNI) and Learning Outcomes of CESP
Descriptors Learning Outcomes of CESP
Generic Description Level 6 KKNI
Deskripsi Generik Level 6 KKNI Learning outcomes of CESP FE UNS
A a) Able to do ...b) With the method ...c) Showingresults ...d) Under the conditions ...
Able to utilize science and technology in the field of expertise and able to adapt to the situation encountered in solving the problem.
Able to apply math, science, and engineering principles to solve complex engineering problems.
LO1. Able to apply the knowledge of engineering mathematics, basic science, and engineering science principles to solve complex issues of discipline in society.
Able to find the source of engineering problems through the process of investigation, analysis, interpretation of data and information based on engineering principles.
LO4. Be able to identify the source of engineering problems, formulate, and assess alternative technical solutions to engineering problems within the economic, environmental, social, political, ethical, health and safety, and realistic sustainability constraints.
Able to formulate alternative solutions to solve complex engineering problems by taking into account economic, health and safety factors of public, cultural, social and environmental (environmental consideration)Able to conduct research that includes identification, formulation and analysis of engineering problems
LO2. Able to design, execute, analyze and interpret experimental data and testing based on correct scientific principles.
Able to design systems, processes, and components with an analytical approach and take into account technical standards, performance aspects, reliability, ease of implementation, sustainability, and attention to economic, health and safety factors of public, cultural, social and environmental factors
LO3. Able to design civil construction systems, components and construction processes for more than one context of civil engineering; buildings, water structures, foundations and land structures, roads, bridges and other civil infrastructure, which fulfill design criteria established taking into account technical standards, performance aspects, reliability, ease of application.
Capable of selecting resources and utilizing design tools and engineering analysis based on appropriate information and computing technologies to perform engineering activities
LO5. Be able to select and utilize techniques, skills, and tools - such as the latest information technology and computing-based tools necessary for engineering practice.
B a) Mastering knowledge ...
Mastering theoretical concepts of certain field of
Mastering the theoretical concepts of natural science, application of engineering mathematics; engineering
LO1. Able to apply the knowledge of engineering mathematics, basic science, and engineering
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b) To be able to do ...
knowledge in general and theoretical concept of the specific knowledge in depth and capable of formulating procedural problem solving.
principles, engineering science and engineering design required for the analysis and design of systems, processes, products or components
science principles to solve complex issues of discipline in society.
mastering the principles and techniques of designing systems, processes, or componentsmastering the latest principles and issues in economics, social, ecology in general
LO10. Being able to build broad insights and need to understand the impact of engineering solutions in a global, economic, environmental and social context.
LO11. Be able to identify current issues and discuss the role of the civil engineering profession in addressing these issues.
mastering the knowledge of communication techniques and latest and latest technological developments
LO9. Communicate in spoken or written expressions effectively by using technical drawing and other appropriate audio-visual tools with regard to function, scale and target of communication.
C a) Able to manage ...b) Having an attitude ...
Being able to make strategic decisions based on information and data analysis, and provide guidance on choosing different alternative solutions independently and in groups.
making decisions appropriately in the context of problem solving in the area of expertise, based on the analysis of information and data
LO6. Able to use the basic concepts of project management and leadership in construction work, supervision and operational work.
developing and maintaining networks with counselors, colleagues, colleagues both within and outside of their institutions
LO7. Be able to perform roles and functions effectively in multidisciplinary / multi-cultural teams and maintain networking for the right purpose.
Responsible for the work itself and can be given responsibility for the achievement of the work of the organization.
showing a responsible attitude towards the work in the field of expertise independently
LO8. Able to take professional commitment and ethical work responsibilities.
managing learning independently LO12. Being able to recognize and appreciate lifelong learning.
Table 4. Comparison of Learning Outcomes of Civil Engineering Study Programs FE UNS and General Criteria of Learning outcomess Expected by ABET and JABEE
ABET General Criteria for Learning JABEE Criteria Guide for Learning Learning Outcomes of CESP
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Outcomes Outcomesa) an ability to apply knowledge of
mathematics, science, and engineering(c) Knowledge of and ability to apply mathematics and natural sciences
LO1. Able to apply the knowledge of engineering mathematics, basic science, and engineering science principles to solve complex issues of discipline in society.
b) an ability to design and conduct experiments, as well as to analyze and interpret data
LO2. Able to design, execute, analyze and interpret experimental data and testing based on correct scientific principles.
c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(e) Design ability to respond to requirements of the society by utilizing various sciences, technologies and information
LO3. Able to design civil construction systems, components and construction processes for more than one context of keteniksipilan; buildings, water structures, foundations and land structures, roads, bridges, and other civil infrastructure, which meet design criteria established taking into account technical standards, performance aspects, reliability, ease of application.
d) an ability to function on multidisciplinary teams
(i) An ability to work in a team LO7. Able to perform roles and functions effectively in multidisciplinary / multi-cultural teams and maintain networking for the right purpose.
e) an ability to identify, formulate, and solve engineering problems
(d) Knowledge of the related professional fields, and ability to apply
LO4. Able to identify the source of engineering problems, formulate, and assess alternative technical solutions to engineering problems within the economic, environmental, social, political, ethical, health and safety, and realistic sustainability constraints.
(h) An ability to manage and accomplish tasks systematically under given constraints
LO6. Able to use the basic concepts of project management and leadership in construction work, supervision, and operational work.
f) an understanding of professional and ethical responsibility
LO8. Able to take professional commitment and ethical work responsibilities.
g) an ability to communicate effectively (f) Communication skills including logical writing, presentation and debating
LO9. Able to communicate in spoken or written expressions effectively by using technical drawing and other appropriate audio-visual tools with regard to function, scale and target of communication.
h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(b) An ability of understanding of effects and impact of professional activities on society and nature, and of professionals social responsibility
LO10. Able to build broad insights and need to understand the impact of engineering solutions in a global, economic, environmental and social context.
(a) An ability of multidimensional thinking with knowledge from global perspective
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i) a recognition of the need for, and an ability to engage in life-long learning
(g) An ability of independent and life-long learning
LO12. Able to recognize and appreciate lifelong learning.
j) a knowledge of contemporary issues LO11. Able to identify current issues and discuss the role of the civil engineering profession and respond these issues.
k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice
LO5. Able to select and utilize techniques, skills, and tools - such as the latest information technology and computing-based tools necessary for engineering practice.
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STAGE 2. BODY OF KNOWLEDGE
2.1. Selection of Subjects (Courses); Body of Knowledge (BOK) Civil Engineering
The Body of Knowledge (BOK) of Civil Enginering can be defined as the depth and breadth of knowledge, skills and attitudes required by an individual candidate of civil engineers to enter civil engineering practice at a professional level. The Body of Knowledge is filled with a combination of formal higher education at the university level (undergraduate and graduate / postgraduate) and experience (e.g. professional education by professional associations).
Compared to the approaches and practices currently used, future candidates of civil engineer - before entering civil engineering practice - are expected: 1. Mastering more in mathematics, the natural sciences, and the foundations of engineering science; 2. Maintaining the breadth of technical knowledge;3. Gaining wider exposure to the humanities and the social sciences; 4. Obtaining additional results of a wide variety of professional practices; and5. Achieving the level of depth of mastery of technical knowledge --ie, specialist education.
ASCE in 2008 proposed the second edition BOK that accommodates the future challenges of the profession of civil engineering engineers. In the proposal, BOK is stated in: Foundational knowledge, Knowledge of Civil Engineering (technical), and Professional Knowledge (Professional). Adopting the proposal, CESP designed the study material that was divided into several categories as shown in Figure 2.
Figure 2. Categories and design of body of knowledge in curriculum 2016
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Furthermore, Table 5 shows the BOK and the minimum level of achievement that must be mastered by students and graduates of FT UNS civil engineering program, as well as study materials (courses) that support the BOK. Table 5 contains 23 learning outcomes materials (outcomes) for which each subject is determined at its cognitive achievement level. This level of achievement was adopted from Revised Bloom's Taxonomy (Anderson and Krathwohl, 2001) as a tool for describing the minimum cognitive achievement level of each outcome. Each individual student and graduate is expected to demonstrate this level of competency before entering the practice of the civil engineering profession. Furthermore, this table is supplemented with the proposed study materials (courses) that support the performance materials specified by the BOK. Table 6 illustrates how students’ coginitive processes can be encouraged by setting learning objectives that reflect the achievement of learning outcomes at each level specified in the BOK.
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Table 5. Body of Knowledge, level of achievement and subjects (courses) in the curriculum 2016
Title of Subject
Level of Achievement
Subjects
L1 L2 L3 L4 L5 L6Know-Ledge
(Remem-ber)
Compre-hension(Under-stand)
Application(Apply)
Analysis(Analyse)
Evaluation(Evaluate)
Creation(Create)
Foundational Knowledge
1. Mathematics S1(B) S1(B) S1(B) Calculus, Advanced Calculus and Linear Algebra, Differential Equations, Statistics and Probability, Methods and Numerical Computation
2. Basic Sciences S1(B) S1(B) S1(B) Basic Physics, Basic Chemistry, Environmental Engineering and Sanitary
3. Humanities and Social Sciences
S1(B) S1(B) S1(B) Religious Education, Pancasila Education, Civics Education, Basic Social and Cultural Sciences, Entrepreneurship, Indonesian, English
Civil Engineering Technical Knowledge
4. Construction Materials Sciences
S1(B) S1(B) S1(B) Construction Materials and their Properties, Mechanics of materials
5. Engineering Mechanics S1(B) S1(B) S1(B) S1(B) Statics, Mechanics of Materials, Fluid Mechanics, Hydraulics, Soil Mechanics, Structural Analysis, Structural Analysis with Matrix Method.
6. Basic Engineering Sciences; Problem recogn. & solving
S1(B) S1(B) S1(B) S2(M) Computer Programming, Soil Science and Geomatics, Transportation Systems, Mass Transportation Systems, Traffic Engineering & Engineering Water Resources and Coastal Engineering, Introduction to Structural Dynamics and Earthquake Engineering, Concrete Structures. Steel Structure,
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7. Experiment S1(B) S1(B) S1(B) S1(B) S2(M) Basic Physics, Building Materials and Property Materials, Hydraulics, Pavement Pavement, Soil Mechanics,
8. Design S1(B) S1(B) S1(B) S1(B) S1(B) S1(B)/SPro
Introduction to Civil Engineering, Engineering Drawing, CAD, Material Mechanics, Irrigation and Water Building, Drainage, Traffic Engineering & Management, Road Geometry, Pavement Piling, Foundation Engineering, Concrete Structure Design, Steel Structure Design, Bridge Recreation.
9. Project Management S1(B) S1(B) S1(B) SPro Systems and Construction Management, Construction Methods, Engineering Economics
10. Risk and Uncertanties S1(B) S1(B) S1(B) SPro Statistics and Probability, Hydrology, Introduction to Structural Dynamics and Earthquake Engineering.
11. Sustainability S1(B) S1(B) S1(B) SPro Introduction to Civil Engineering, Environmental and Sanitary Engineering
12. Contemporary Issues and Perspective
S1(B) S1(B) S1(B) SPro Internship, Basic Social and Cultural Sciences, Civics Education, Entrepreneurship
13. Breadth in CE S1(B) S1(B) S1(B) S1(B) Elective courses14. Specialization in CE S1(B) S2(M) S2(M) S2(M) S2(M)/S3 S3 Elective Courses, Graduate equivalent lectures
Professional Knowledge
15
15. Communication S1(B) S1(B) S1(B) S1(B) SPro Indonesian, English, Technical Drawing, CAD, Internship, Curriculum-wise
16. Public Policies S1(B) S1(B) SPro Systems and Construction Management, Construction Methods, Engineering Economics, Basic Social and Cultural Sciences, Civics Education, Entrepreneurship
17. Business and Public Administration
S1(B) S1(B) SPro Systems and Construction Management, Engineering Economics, Entrepreneurship.
18. Globalization S1(B) S1(B) S1(B) SPro Basic Social and Cultural Sciences, Civics Education, Entrepreneurship
19. Leadership S1(B) S1(B) S1(B) SPro Internship, Entrepreneurship, Curriculum-wise20. Teamwork S1(B) S1(B) S1(B) SPro Internship, Introduction to Civil Engineering, Curriculum-wise21. Attitudes S1(B) S1(B) S1(B) SPro Religious Education, Pancasila Education, Internship,
Introduction to Civil Engineering and Design, Curriculum-wise
22. Lifelong Learning S1(B) S1(B) S1(B) SPro SPro English, Final Project / Thesis, Curriculum-wise23. Ethics and Professional
ResponsibilityS1(B) S1(B) S1(B) S1(B) SPro SPro Internship, Final Project / Thesis, Curriculum-wise
Note: S1 (B): portion of BOK fulfilled through Bachelor's education; S2 (M): portion of BOK is fulfilled through postgraduate education (S2); SPRO: a portion mat with professional education (certification of association).
The level of achievement of knowledge is then further elaborated by preparing the learning objectives that refer to the cognitive skills framework in table 6. Lecturers are expected to develop learning objectives so that students are able to perform cognitive skills in harmony with the level of achievement in table 5.
Table 6. Cognitive skills framework and preparation of learning objectives (Anderson and Krathwohl, 2001) in the curriculum 2016
The Cognitive Processes dimension — categories & cognitive processes from lower order thinking skills to higher order thinking skills1.0 Remember 2.0 Understand 3.0 Apply 4.0 Analyze 5.0 Evaluate 6.0 CreateRetrieving relevant Determining the Carrying out or using a Breaking material into Making judgments Putting elements
16
knowledge from long-term memory.
meaning of instructional messages, including oral, written, and graphiccommunication.
procedure in a givensituation.
its constituent partsand detecting how the parts relate to one another andto an overall structure or purpose.
based on criteria andstandards.
together to form a novel, coherent whole or make an original product.
1.1 Recognizing1.2 Recalling
2.1 Interpreting2.2 Exemplifying2.3 Classifying2.4 Summarizing2.5 Inferring2.6 Comparing2.7 Explaining
3.1 Executing3.2 Implementing
4.1 Differentiating4.2 Organizing4.3 Attributing
5.1 Checking5.2 Critiquing
6.1 Generating6.2 Planning6.3 Producing
17
2.2. Competency Matrix and Subjects
To link each subjects in the BOK with learning outcomes [LO1 - LO12], CESP developed matrix as follows:
Table 7. Course linked with learning outcomes of the curriculum 2016
CURRICULUM CIVIL ENGINEERING STUDY PROGRAM FT UNS 2016 Subjects in the category
No Code Subject of Study
The combination of major learning achievements in the study
materials group
Mat
hem
atic
s an
d ba
sic
scie
nces
Engi
neer
ing
scie
nce
hum
aniti
es a
nd
Soci
al S
cien
ces
1 TKS21103 Calculus LO1.
Able to apply the knowledge of engineering mathematics, basic science, and engineering science principles to solve complex issues of discipline in society.
4
2 TKS21209Advanced Calculus and Linear Algebra 4
3 TKS22116 Differential Equation 4
4 TKS22117 Statistic and Probability 2
5 TKS22115 Computer Programming 2
6 TKS22224Numerical Method and Computation 2
7 TKS21104 Basic Physics LO2.
Able to design and execute experiments and analyze and interpreting data based on correct scientific principles
4
8 TKS21105 Basic Chemistry 2
9 TKS21213Environmental and Sanitary Engineering 2
10 TKS21211 Statics 4
11 TKS22118 Fluid Mechanics 2
12 TKS22120 Mechanics of Materials 4
13 TKS21207 Engineering Drawing LO9.
Able to communicate in spoken or written expressions effectively by using technical drawing and other appropriate audio-visual tools with regard to function, scale and target of communication.
2
14 TKS21210Computer Aided Design (CAD) 2
15 TKS21101 English 2
16 TKS21208Indonesian 2
17 TKS21106Introduction to Civil Engineering
LO4.
Be able to identify the sources of engineering problems, formulate, and assess alternative technical solutions to engineering problems within the economic, environmental, social, political, ethical, health and safety, and realistic sustainability constraints.
2
18 TKS21214Surveying and Geomatics 4
19 TKS22122Building Materials and Their Properties 2
20 TKS22228 Structural Analysis 2
21 TKS23135Matrix Structural Analysis 2
22 TKS21212 Soil Mechanics I LO5.
Be able to select and utilize techniques, skills, and tools - such as the latest information technology and computing-based tools necessary for engineering practice.
2
23 TKS22121 Soil Mechanics II 2
24 TKS22225 Hydrology 2
25 TKS22226 Hydraulics 2
Table 7. Course linked with learning outcomes of the curriculum 2016 (continued)CURRICULUM CIVIL ENGINEERING STUDY PROGRAM FT UNS 2016 Subjects in the category
18
No Code Subject of StudyThe combination of major learning
achievements in the study materials group
Mat
hem
atic
s an
d ba
sic
scie
nces
Engi
neer
ing
scie
nce
hum
aniti
es a
nd
Soci
al S
cien
ces
26 TKS22119 Transportation System
LO10.
Being able to build broad insights and need to understand the impact of engineering solutions in a global, economic, environmental and social context.
227 TKS23133 Mass Transport System 2
28 TKS23134 Traffic Engineering 2
29 TKS23243 Earthquake Engineering
LO7.
Be able to perform roles and functions effectively in multidisciplinary / multi-cultural teams and maintain networking for the right purpose.
2
30 TKS23241 Water Resources Engineering 2
31 TKS23138 Concrete Structure 232 TKS23139 Steel Structure 233 TKS22230 Construction Management
LO6.
Able to use the basic concepts of project management and leadership in construction work, supervision and operational work.
4
34 TKS23137 Construction Method 2
35 TKS24150 Engineering Economics 2
36 TKS22227 Highway Geometry Design
LO3.
Able to design civil construction systems, components and construction processes for more than one context of civil engineering; buildings, water structures, foundations and land structures, roads, bridges and other civil infrastructure, which estabilished design criteria and taking into account technical standards, performance aspects, reliability, ease of application.
437 TKS23242 Pavement Engineering 438 TKS22229 Foundation Engineering I 239 TKS23136 Foundation Engineering II 2
40 TKS22231 Irrigation and Hydraulic Structure 4
41 TKS23132 Drainage 242 TKS23244 Concrete Structure Design 443 TKS23245 Steel Structure Design 444 TKS23246 Bridge Engineering 2
45 TKS240xx Elective courses 12
46 TKS24149 On the job training/ Internship LO12. Being able to recognize and
appreciate lifelong learning.2
47 TKS24000 BSc Thesis 548 TKS21100 Religion
LO8.Able to take professional commitment and ethical work responsibilities.
249 TKS21102 Pancasila 250 TKS23240 Civics Education 2
51 TKS22223 Basic Social and Cultural Science
LO11.
Be able to identify current issues and discuss the role of civil engineering profession in addressing these issues.
2
52 TKS24147 Community Development Service 2
53 TKS24148 Entrepreneurship 2Number of credits 32 93 16
Total credits 145Percentage 22,1% 66,9% 11,0%
Tables 8 to 10 show the link between the first year courses to the fourth year respectively with the LO. While table 12 shows the links between the elective courses with a statement of learning outcomes.
Table 8. Linkage of first year courses with learning outcomes of curriculum 2016
CURRICULLUM 2016 CIVIL ENGINEERING STUDY PROGRAM Credit Relation between course and learning 19
FACULTY OF ENGINEERING UNS unit/CU
outcomes [LO]Nr Code Course LO
1LO
2LO
3LO
4LO
5LO
6LO
7LO
8LO
9LO
10LO
11LO
12
First year1
Sem
este
r 1TKS21100 Religion 2 H H
2 TKS21101 English 2 H H H
3 TKS21102 Pancasila 2 H
4 TKS21103 Calculus 4 H
5 TKS21104 Basic Physics 4 H H
6 TKS21105 Basic Chemistry 2 H
7 TKS21106 Introduction to Civil Engineering 2 H H H M H
8 TKS21207 Engineering Drawing 2 H H
9
Sem
este
r 2
TKS21208 Indonesian 2 H
10 TKS21209 Advanced Calculus & Linear Algebra 4 H
11 TKS21210 Computer Aided Design (CAD) 2 H H
12 TKS21211 Statics 4 H H
13 TKS21212 Soil Mechanics I 2 H H H
14 TKS21213 Environmental & Sanitary Engineering 2 H H H H H
15 TKS21214 Surveying & Geomatics 4 H H
Table 9. Linkage of second year courses with learning outcomes of curriculum 2016
CURRICULLUM 2016 CIVIL ENGINEERING STUDY PROGRAM FACULTY OF ENGINEERING UNS Credit
Unit/CU
Relation between course and learning outcomes [LO]
Nr Code Course LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
LO11
LO12
Second year16
Sem
este
r 3
TKS22115 Computer Programming 2 H H
17 TKS22116 Differential Equation 4 H
18 TKS22117 Statistic and Probability 2 H H
19 TKS22118 Fluid Mechanics 2 H M H
20 TKS22119 Transportation System 2 M H
21 TKS22120 Mechanics of Materials 4 H
22 TKS22121 Soil Mechanics II 2 H H
23 TKS22122 Building Materials &Their Properties 2 H H
24
Sem
este
r 4
TKS22223 Basic Social & Culture Science 2 H
25 TKS22224 Numerical Method & Computation 2 H H
26 TKS22225 Hydrology 2 H H
27 TKS22226 Hydraulics 2 H H M
28 TKS22227 Highway Geometry Design 4 M H H M
29 TKS22228 Structural Analysis 2 H H
30 TKS22229 Foundation Engineering I 2 H H H
31 TKS24150x Engineering Economics 2 H H H
32 TKS23240x Civics Education 2 H H H
Table 10. Linkage of third year courses with learning outcomes of curriculum 2016
CURRICULLUM 2016 CIVIL ENGINEERING STUDY PROGRAM FACULTY OF ENGINEERING UNS
CU
Relation between course and learning outcomes [LO]
Nr Code Course LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
LO11
LO12
20
Third year
33Se
mes
ter 5
TKS23131 Irrigation & Hydraulic Structure 4 H H M H
34 TKS23132 Drainage 2 H H H H H
35 TKS23133 Mass Transport System 2 M M
36 TKS23134 Traffic Engineering 2 H H H
37 TKS23135 Matrix Structural Analysis 2 H H
38 TKS23136 Foundation Engineering II 2 H H H
39 TKS23137 Construction Method 2 H H H H
40 TKS23138 Concrete Structure 2 M M
41 TKS23139 Steel Structure 2 H H
42
Sem
este
r 6
43 TKS23241 Water Resources Engineering 2 H M M H
44 TKS23242 Pavement Engineering 4 H H M H
45 TKS23243 Earthquake Engineering 2 H H M
46 TKS23244 Concrete Structure Design 4 H H
47 TKS23245 Steel Structure Design 4 H H H H
48 TKS22230x Construction Management 4 H H H H
Table 11. Linkage of fourth year courses with learning outcomes of curriculum 2016
CURRICULLUM 2016 CIVIL ENGINEERING STUDY PROGRAM FACULTY OF ENGINEERING UNS CU
Relation between course and learning outcomes [LO]
Nr Code Course LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
LO11
LO12
Fourth year49
Sem
este
r 7
TKS24147 Community Development Service 2 H H H H
50 TKS24148 Entrepreneurship 2 H H H H
51 TKS24149 On the job training/ Internship 2 H H H H H H
52 TKS23246x Bridge Engineering 2 H H H M H
TKS240xx Elective courses12
53 8 TKS24000 BSc Thesis 5 H H H H H M M H M M H
21
Table 12. Linkage of fourth year elective courses with learning outcomes of curriculum 2016
CURRICULLUM 2016 CIVIL ENGINEERING STUDY PROGRAM FACULTY OF ENGINEERING UNS
CU
Relation between course and learning outcomes [LO]
Nr Code Course LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
LO11
LO12
Structural engineering electives54 TKS24001 Finite Element Method 3 H H
55 TKS24002 Structural Dynamics 3 H H H
56 TKS24003 Advanced Concrete Technology 3 H H H
57 TKS24004 Timber Structure 3 H H H
58 TKS24005 Pre-stressed Concrete Structure Design 3 H H H
59 TKS24006 Composite Structure Design 3 H H H
60 TKS24007 High-Rise Building Structural System 3 H H H
61 TKS24008 Special Topics in Structural Engineering 3 H
Transportation engineering electives62 TKS25021 Transportation Planning 3 H H H
63 TKS24022 Airport Design 3 H H H H
64 TKS24023 Railway Engineering 3 M M
65 TKS25024 Advanced Traffic Engineering 3 H H H H
66 TKS24025 Traffic Management H H
67 TKS24026 Transportation & Environment Safety 3 M M H
68 TKS24027 Transportation Economics 3 H H H H
69 TKS24028 GIS in Transportation Planning 3 H H H
70 TKS24029 Transportation Facilities Planning 3 H H H
71 TKS24030 Pavement Performance* 3 H H H
72 TKS24030 Transportation Impact Control* 3 M M
*Special Topics in Transportation
Water resources and environmental engineering electives73 TKS24041 River Engineering & Sediment Transport 3 H H H H
74 TKS24042 App of GIS on Water Resources Management 3 H H H
75 TKS24043 Design of Hydraulic Infrastructures 3 H H H H H
76 TKS24044 Waste Management 3 H H
77 TKS24045 Coastal & Port Engineering 3 H H H H
78 TKS24046 Water Resources Modelling 3 H H H H
79 TKS24047 Special Topics on Water Resources Engineering 3 H
Construction management electives80 TKS24061 Construction Scheduling & Planning 3 H H
81 TKS24062 Projects 3 H H H
82 TKS24063 Risk Management 3 H H H
83 TKS24064 Infrastructure Management 3 H H H H
84 TKS24065 Legal Aspect in Construction Services 3 H H
85 TKS24066 Estimation & Control of Construction Cost 3 H H H H
22
86 TKS24067 Special Topics in Construction Management H H
Table 12. Linkage of fourth year elective course with learning outcomes of curriculum 2016 (Continued)
CURRICULLUM 2016 CIVIL ENGINEERING STUDY PROGRAM FACULTY OF ENGINEERING UNS
CU
Relation between course and learning outcomes [LO]
Nr Code Course LO1
LO2
LO3
LO4
LO5
LO6
LO7
LO8
LO9
LO10
LO11
LO12
Geotechical engineering electives87 TKS24081 Soil Improvement 3 H H H
88 TKS24082 Engineering Geology 3 H H H
89 TKS24083 Geotechnical Investigation 3 M H M
90 TKS24084 Soil Dynamics & Earthquake Engineering 3 H H
91 TKS24085 Computational Geotechnics 3 H H H
92 TKS24086 Unsaturated Soil Mechanics 3 H H H
93 TKS24087 Geosynthetics for Soil Reinforcement 3 H H
94 TKS24088 Pavement & CAM 3 H H H
Electives95 TKS24091 Advanced Programming 3 H H H
96 TKS24092 Techno-preneurship 2 H H H
STAGE 3. CURRICULUM AND SYLLABUS STRUCTURE
To realize the goals of educational programs and learning outcomess, Civil Engineering Study Program developed its curriculum structures and syllabus. The structures of the curriculum 2016 may be seen in the Table 13.
Table 13. The Course Structure of First Year Curriculum of Civil Engineering Program 2016
First YearSemester 1 Semester 2
No Code Courses c.u.* No Code Courses c.u.
1 TKS21100 Religion 2 1 TKS21208 Indonesian 2
2 TKS21101 English 2 2 TKS21209 Advanched Calculus & Linear
Algebra 4
3 TKS21102 Pancasila 2 3 TKS21210 Computer Aided Design (CAD)
(T) 2
4 TKS21103 Calculus 4 4 TKS21211 Statics (T) 4
5 TKS21104 Basic Physics (P) 4 5 TKS21212 Soil Mechanics 1 2
6 TKS21105 Basic Chemistry 2 6 TKS21213 Environmental and Sanitary
Engineering (P) 2
7 TKS21106
Introduction to Civil Engineering 2 7 TKS21214 Surveying and Geomatics (P) 4
8 TKS21207 Engineering Drawing (T) 2
Total Credits 20 Total Credits 20*c.u. = credit unit
Table 14. The Course Structure of Second Year Curriculum of Civil Engineering Program 2016
23
Second YearSemester 3 Semester 4
No Code Courses c.u. N
o Code Courses c.u.
1 TKS22115 Computer Programming (T) 2 1 TKS22223 Basic Social and Cultural Science 2
2 TKS22116 Differential Equation 4 2 TKS22224 Numerical Method and Computation (T) 2
3 TKS22117 Statistics and Probability 2 3 TKS22225 Hydrology 24 TKS22118 Fluid Mechanics (P) 2 4 TKS22226 Hydraulics (P) 25 TKS22119 Transportation System 2 5 TKS22227 Highway Geometry Design (T) 46 TKS22120 Mechanics of Material (T) 4 6 TKS22228 Structural Analysis (T) 27 TKS22121 Soil Mechanics 2 (P) 2 7 TKS22229 Foundation Engineering 1 2
8 TKS22122 Building Materials and Their Properties (P) 2 8 TKS24150
x Engineering Economics 2
9 TKS23240x Civics Education 2
Total Credits 20 Total Credits 20
Table 15. The Course Structure of Third Year Curriculum of Civil Engineering Program 2016
Third YearSemester 5 Semester 6
No Code Courses c.u. N
o Code Courses c.u.
1 TKS23131 Irrigation and Hydraulic Structure (T) 4 1 TKS23241 Water Resources Engineering 2
2 TKS23132 Drainage 2 2 TKS23242 Pavement Engineering (P) 43 TKS23133 Mass Transportaion System 2 3 TKS23243 Earthquake Engineering 24 TKS23134 Traffic Engineering 2 4 TKS23244 Concrete Structure Design (T) 45 TKS23135 Matrix Structural Analysis (T) 2 5 TKS23245 Steel Structure Design (T) 46 TKS23136 Foundation Engineering 2 (T) 2 6 TKS22230x Construction Management (T) 47 TKS23137 Construction Method 28 TKS23138 Concrete Structure 29 TKS23139 Steel Structure 2
Total Credits 20 Total Credits 20
Table 16. The Course Structure of Fourth Year and Elective Course of Fourth Year Curriculum of Civil Engineering Program 2016
Forth YearSemester 7 Semester 8
No Code Courses c.u. No Code Courses c.u.
1 TKS24147 Community Development Service 2 1 TKS24000 BSc Thesis 5
2 TKS24148 Enterpreneurship 23 TKS24149 Internship 24 TKS23246x Bridge Engineering (T) 25 TKS240xx Elective Courses 12
Total Credits 20 Total Credits 5
24
Table 17. List of Elective Courses Based on Curriculum Curriculum Program of Civil Engineering 2016
Forth YearStructural Engineering Electives Tranportation Engineering Electives
N Code Courses c.u. No Code Courses c.u.
1 TKS24001 Finite Element Method 3 1 TKS24021 Transportation Planning 32 TKS24002 Structural Dynamics 3 2 TKS24022 Airport Design 33 TKS24003 Advanced Concrete Technology 3 3 TKS24023 Railway Engineering 34 TKS24004 Timber Structure 3 4 TKS24024 Advanced Traffic Engineering 3
5 TKS24005 Pre – Stressed Concrete Structure Design 3 5 TKS24025 Traffic Management 3
6 TKS24006 Composite Structure Design 3 6 TKS24026 Transportation and Environment Safety 3
7 TKS24007 High – Rise Building Structural System 3 7 TKS24027 Transportation Economics 3
8 TKS24008 Special Topics in Structural Engineering 3 8 TKS24028
Geographic Information System in Transportation Planning
3
9 TKS24029 Transportation Facilities Planning
10 TKS24030 Special Topics in Transportation Engineering 3
Total Credits 24 Total Credits 27
Water Resources and Environmental Engineering Electives Consctruction Management ElectivesNo Code Courses c.u. No Code Courses c.u.
1 TKS24041 River Engineering and Sediment Transport 3 1 TKS24061 Construction Scheduling and
Planning (T) 3
2 TKS24042 Application of GIS on Water Resources Management 3 2 TKS24062 Projects 3
3 TKS24043 Design of Hydraulics Infrastructures 3 3 TKS24063 Risk Management 34 TKS24044 Waste Management 3 4 TKS24064 Infrastructure Management 3
5 TKS24045 Coastal and Port Engineering 3 5 TKS24065 Legal aspect in Construction Services 3
6 TKS24046 Water Resouces Modelling 3 6 TKS24066 Estimation and Control of Construction Cost 3
7 TKS24047 Special Topics on Water Resources Engineering 3 7 TKS24067 Special Topics in Construction
Management 3
Total Credits 21 Total Credits 21
Geotechnical Engineering Electives ElectivesNo Code Courses c.u. No Code Courses c.u.
1 TKS24081 Soil Improvement 3 1 TKS24091 Advanced Programming 32 TKS24082 Engineering Geology 3 2 TKS24092 Techno - preneurship 23 TKS24083 Geotechnical Investigation 3
4 TKS24084 Soil Dynamics and Earthquake Engineering 3
5 TKS24085 Computational Geotechnics 36 TKS24086 Unsaturated Soil Mechanics 37 TKS24087 Geosynthetics for Soil Reinforcement 3
8 TKS24088 Pavement and Cakar Ayam Modified System (CAM) 3
Total Credits 24 Total Credits 5
25
Table 18. Roadmap of Courses in Curriculum of Civil Engineering Study Program 2016
Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Semester 7 Semester 8
TKS21100 Religion 2 TKS21208
Indonesian 2
TKS22115 Computer
Programming (T)
2
TKS22223 Basic Social &
Culture Science
2
TKS23131 Irrigation & Hydraulics
Structure (T)
4
TKS23241 Water
Resources Engineering
2
TKS24147 Community
Development Service
2 TKS24000 BSc Thesis 5
TKS21101 English 2
TKS21209 Advanced Calculus &
Linear Algebra
4TKS22116 Differential Equation
4
TKS22224 Numerical Method &
Computation (T)
2 TKS23132 Drainage 2
TKS23242 Pavement
Engineering (P)
4 TKS24148 Entrepreneurship 2
TKS21102 Pancasila 2
TKS21210 Computer
Aided Design (CAD) (T)
2TKS22117 Statistics & Probability
2 TKS22225 Hydrology 2
TKS23133 Mass
Transport System
2TKS23243 Earthquake Engineering
2 TKS24149 Internship 2
TKS21103 Calculus 4 TKS21211
Statics (T) 4TKS22118
Fluid Mechanics (P)
2 TKS22226 Hydraulics (P) 2
TKS23134 Traffic
Engineering2
TKS23244 Concrete Structure
Design (T)
4TKS23246x
Bridge Engineering (T)
2
TKS21104 Basic Physics
(T)4
TKS21212 Soil Mechanics
12
TKS22119 Transportation
System2
TKS22227 Highway Geometry Design (T)
4
TKS23135 Matrix
Structural Analysis (T)
2TKS23245
Steel Structure Design (T)
4 TKS240xx Electives 12
TKS21105 Basic
Chemistry2
TKS21213 Environmental
& Sanitary Engineering (P)
2TKS22120
Mechanics of Material (T)
4TKS22228 Structural
Analysis (T)2
TKS23136 Foundation
Engineering 2 (T)
2
TKS22230xConstruction Management
(T)
4
TKS21106 Introduction to
Civil Engineering
2TKS21214 Surveying &
Geomatics (P)4
TKS22121 Soil Mechanics
2 (P)2
TKS22229 Foundation
Engineering 12
TKS23137 Construction
Method2
TKS21207 Engineering Drawing (T)
2
TKS22122 Building Materials &Their
Properties (P)
2TKS24150x Engineering Economics
2TKS223138
Concrete Structure
2
TKS23240x Civics
Education2 TKS23139
Steel Structure 2
26
